CHAPTER V of thesis entitled Disruptive Behavior of Kids / Children


Summary, Findings, Conclusions and Recommendations


This chapter presents the summary and findings, discuss relevant conclusions, suggest recommendations, in the light of the conclusions drawn from the study.


This study attempted to determine the extent of factors associated with disruptive behavior affecting the school performance of Grade IV and V pupils in Cabanglasan District, school year 2013-2014.

This study employed the descriptive method.  The respondent were 43 pupils of Cabanglasan District, Cabanglasan, Bukidnon.  The extent of disruptive behavior of the pupils was taken based on the answers in the questionnaire of their teachers. Teachers observation to the respondents during class hours or during classroom instruction were been reflected by answering the said questionnaires. Statistical tools were  _____________________.

The instrument was administered personally by the researcher to the teachers that have pupils who were identified by them as having disruptive behavior of grade 4 and grade 5 pupils in Cabanglasan District, school year 2013-2014.  Purposive sampling was used on selecting the respondents, picking all the cases that meet the criterion. The teachers answered their questionnaire during vacant time and or anytime that were convenient to them.  Other teachers answered their questionnaire at home.



Based on the data gathered the major findings of the study are the following:

  1. Majority of the respondents are male (39), aged 11 years old and up (27), parents who are elementary graduate of (27) mother with (34) father, having 4-6 in the family (29) and belong to a poor family or families that were beneficiaries of “Pantawid Program” (31).
  2. All of the respondents identified by their teachers as having a disruptive behavior were subjected to “parents’ intervention” (43) or 100%. Some of them have been subjected once only (16) while the majority has subjected to 2 times and more (27).
  3. Generally, the extent of factors associated with disruptive behavior in terms of overt inattentiveness, misbehavior and aggressiveness were rated disruptive behavior while persistent tardiness and laziness has rated highly disruptive behavior. The rating of the respondents that are disruptive reconciled to the result that all of the respondents were subjected to “parents’ intervention” not only once but some were twice and even more.
  4. It was found out that there has no significant difference on the extent of factors associated with disruptive behavior affecting the school performance of pupils in terms of misbehavior, overt inattentiveness, aggressiveness and persistent tardiness & laziness which has a significant difference in terms of gender as demographic profile.
  5. It was found out that children having disruptive behavior and highly disruptive behavior affects their school performance to the extent of poor rating in overall their grades.



In the light of the findings, the following conclusions emerged:

  1. There are more male pupils in Cabanglasan District who were on their age of 11 years old and up who are not on their proper age against the grade 4 and grade 5 level whose parents were elementary graduate with enough number of children in the family and majority are poor families. Therefore these children are product of very occupied and busy parents who cannot give enough support financially, emotionally to their children especially towards school programs and activities.
  2. The greater the grade 4 and grade 5 pupils are exposed to disruptive behavior in terms of overt inattentiveness, misbehavior, aggressiveness and highly disruptive behavior on persistent tardiness and laziness during classroom instructions, the greater the chances for them to be affected in their school performance.
  3. “Parents intervention” is the right move for the teachers to do but not just end that way. Teachers / school administrators and parents must set down to talk about existing behavior of the pupils especially to persistent tardiness and laziness which rated highly disruptive.
  4. Grade IV and V pupils were affected when there are disruptive behavior that occurred such as overt inattentiveness, misbehavior, aggressiveness, and persistent tardiness and laziness. Such interruptions, not along the respondent or the one who made disruptions were affected but all the individual found in the class.
  5. Parents’ intervention among pupils cannot guarantee that disruptive behavior will be minimized in the class unless there has something to introduce to educate the parents of what is “parenthood”.


Based on the findings and conclusions, the following recommendations are presented:

  1. Dep-Ed authorities like school administrator, teachers, and staff should maximize their capacity and initiative to tap stakeholders support like parents to work hand in hand in the improvements and giving/formulating interventions for the pupils having disruptive behavior to learn more virtues, skills and uplift the pupils’ attitude and interests.
  2. Dep-Ed officials and stakeholders such as Parents Teachers Associations, must design a program/project as a sort of alternatives/ options for the pupils such that parents are an essential part of treatment for their child’s disruptive behavior disorder. The most effective interventions seen are “parent-based.”  Stakeholders such as Barangay Officials and PTA will work for this by promoting seminars that can educate the parents who are majority elementary graduate.  This will be realized as early as possible when Dep-Ed will tap its activites during “Pantawid Program’ meetings or gathering which usually done not less than one in a month in their respective barangays.Through educating them that would let them enlightened their responsibilities as parents and able to understand about the behavior of their children and to make alternatives to improve it.
  3. Dep-Ed communities of stakeholders must work collectively to plan in service trainings for teachers as well as school administrators on matters pertaining to minimizing or even control the disruptive behavior of children by improving their school facilities and some other priorities for the childrens’ welfare and be good citizen in the future. A sort of a program or organizations that parents and children will interact with the cooperation/guidance of Dep-Ed personnel.
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    2.   Chris D. Erickson, Ph.D. and Monica M. Megivern, Ed.D. A study “COMPARING TREATMENTS FOR AGGRESSION AMONG CHILDREN EXPOSED TO VIOLENCE”  at George Washington University,
    3. Department of Counseling/Human and Organizational Studies,Washington, DC.
    4. Chris D. Erickson, Ph.D. and Monica M. Megivern, Ed.D. at George Washington University, Department of Counseling/Human and Organizational Studies,Washington, DC.
    5.  William H. Blahd, Jr., MD, FACEP – Emergency Medicine & H. Michael O’Connor, MD – Emergency Medicine
  2. Barton, P.E.,Coley, R.J., & Wenglinsky,H. (1998). Order in the Classroom: Violence, Discipline and Student Achievement. Policy Information Center: Research Division. University of the philippines
  4. Brannon, D. (2008). Character Education: It’s a Joint Responsibility. Kappa Delta Pi Record, 44(2), 62-65. Retrieved from ERIC: 2816294
  5. Brimi, H. (2009). Academic Instructors or Moral Guides? Moral Education in America and the Teacher’s Dilemma. Clearing House, 82(3), 125-130. Retrieved from Academic Search Complete: 35608363
  6. Bryan, L. (2005). Once Upon a Time: A Grimm Approach to Character Education. Journal of Social Studies Research, 29(1), 3-6. Retrieved from ERIC 161376614
  7. Butler-Banks, C. (2010, February 4,). PRIDE in school and self: Waterloo Middle School uses character education to improve academics. New York Teacher, LI(9), 18-
  8. Bulach, C. (2002). Implementing a Character Education Curriculum and Assessing Its Impact on Student Behavior. Clearing House, 76(2), 79. Retrieved from ERIC:9270870
  9. Tubigon, E. (2013) Looking at Filipino pre-service teacher’s value for education and Childrens’ Character.  The Asia- Pacific Education Researcher.
  10. Fernandez, R. (2003) Why Kids Disrupt? “Health and Home Philippines”
  11. Kim-Cohen  J;  Caspi  A;  Moffitt  TE;  Harrington  HL;  Milne  BJ;  Poulton

R (2006): What are the “warning signs” for violent behavior in children?


Thesis / dissertation of TEENAGE PREGNANCY – Chapter 5

Chapter IChapter IIIChapter IVChapter V


.This chapter presents the summary of findings, the conclusion drawn, and the recommendations offered.


This study attempted to answer the question related to the effect of teenage pregnancy on educational development of students  and out-of-school youth in Maramag, Bukidnon. Firstly, this study endeavored to identify perception of the respondents on the causes of teenage pregnancy in terms of the following factors: the family, with a mean of 4.13, the respondents agreed that their parents are not open about the use of contraceptives at home; the levels of educational attainment of parents is low and the income is not enough to support the family. The respondents also agreed that parents don’t talk about consequences of plan or unplanned indulgence of sex. Secondly, this study attempted to find out the causes of teenage pregnancy as perceived by the respondents in terms of community factor. The findings showed that the respondents agreed to all indicators stated in the questionnaire.

A self-made questionnaire was employed to gather data of the study. Average Weighted Mean was used to find out the extent of teenage pregnancy among the respondents. T-test was also used to test the significant difference of the extent of the educational development when respondents were grouped according to age, educational attainment, type of school attended and the socio economic status of the family. Step-wise regression analysis was used to analyze which among the causes of teen-age pregnancy greatly affect the respondent’s educational development.


The following are the findings of the study:

1. the age level of the majority of the respondents is between 17 to 18 years old. This constitute 38.3 percent of the population. The educational attainment of the respondents were mostly high school and elementary level. Only few or 18.3 percent of the respondents make it to college. While 14 of the respondents are still studying, majority are out-of-school youth, who, after pregnancy prefer to stay at home and take care of their babies. With regards to the type of school attended, majority or 78.3 percent are from public school. The monthly income of the family of the big majority of the respondents is less than Php 5,000.

2. When the perception of the respondents on the causes of teenage pregnancy in terms of family factor, the data showed that parents’ family factor, not being open about the use of contraceptives and permissive attitudes towards premarital sex were contributory to teenage pregnancy. Parents not being open about the use of contraceptive at home ranked first with a mean of 4.13. The lowest rank were respondents moderately agree was members of the family learned about sex from pornographic, playboy, television and internet. This has a mean of 2.88.

3. It was also found out that parents who work outside the home giving teenagers time to be alone most often. This is ranked first with a mean of 3.7 and a description of “Agree”. This was followed by teenage couple usually indulge in sexual activities out of curiosity with a mean of 3.55 and agreed by the respondents. Moderately agreed also by the respondents is the indicator, “Drugs and intoxicating drinks are usually introduced during group gathering

4. In terms of the perception of the respondents or the causes of Teenage pregnancy in terms of community factor, the respondents agreed o all indicators

The highest of which are out-of-school youth teenagers in the community that are earning for a living; 4.18; pregnant unwed teenagers are often frowned in the community; 4.16 and majority of families in the community have very low income and not enough to support the needs of the family; 4.15 another indicator like unwed pregnant women usually prohibit themselves from attending church activities can also be surmised as effect that the respondents felt in the community.

5. With regards to the educational development of the respondents after pregnancy, a very significant findings were shown in their strong agreement of 5 indicators namely: “I am hurt when I hear people talk about me; with a mean of 4.43; I find difficult to attend school due to my pregnancy, with a mean of 4.41; I experience very low self- esteem due to my pregnancy with a mean of 4.30; I find it difficult to study because my attention is focused on the baby with a mean of 4.27 and my priority is to look for a part time job to support my babywith a mean of 4.23.

6. Tukey’s test, the multiple comparison test on the differences of the educational development of the respondents, points out which of the age brackets are significantly different from each other. Finding shows teenagers aged 16 years old and below have the same educational development with the rest of the age brackets since the computed mean difference on their responses are very small to reject the null hypothesis and the computed P-values are greater than the level of significance.

7. Finally the analysis of variance on the educational development of the respondents when classified to monthly income as shown in Table 15 are close to each other ranging from 3.95 to 4.10. This means that the educational development or the desires of the respondents to continue their studies after giving birth are the same regardless of the monthly income of their parents.


Based on the findings of the study, it is clearly shown that the respondents perception on the causes of teenage pregnancy are the following: family; the respondents agreed that their parents are not open about the using contraceptive at home; the level of educational attainment of parents is low and and the income is not enough to support the family. The data likewise showed that teenagers learned about sex from pornographic magazines, television and internet and since parents work outside the homes, teenagers are left alone with barkadas and friends at home hanging out together thus more likely indulge in premarital sex, The community was also considered as one factor that may cause teen-age pregnancy. Many community elders gamble and drink, and their drinking spree becomes the usual sight teenagers see among their elders everyday. The findings also confirms that pregnant unwed teenagers are often frowned by people in the community. Religiousity is not also manifested among families in the communities.

Finally the findings indicate that the educational development or the desire

of the respondents to continue their studies after giving birth are the same regardless of the monthly income of their parents.


Having identified the effects of tee-age pregnancy on the educational development of students and out-of-school , the following recommendations are put forward.

1. Strengthen the collaboration between parents and school to guide the teenagers parents and school to guide the teenagers the dangers of indulging in pre-marital sex especially that they are still studying. Likewise it is recommended that during PTC/PTA Meetings , the parents must be informed to closely monitored their children.

2. The School Administration should strengthen its homeroom and guidance program, so that teenagers will be given information and counseling regarding boy-girl relationship.

3. The teachers, especially class advisers must act as the second parents to teenagers especially those in need of parental guidance.

4. Involve the community in giving teenagers good models of values and character. Local officials should pass ordinances to prohibit teenagers from taking alcoholic drinks, cigarettes and the dangers of drugs.

5. The school curricula must not only integrate values in all subject areas but also information about the reproductive organs.

6. Education programs should be designed to address pressing and urgent concerns regarding teen-age pregnancy and collaborate with other agencies like DSWD and Health Care Units to help teenagers avoid premarital sex and live a healthy life style.

7. Local communities should provide recreational programs and facilities to give teenagers gainful and wholesome activities.